全文連結:
英文標題:
ESTABLISHING A MODEL OF SCHOOL SUPPORT SERVICES FOR STUDENTS WITH DISABILITIES IN GENERAL EDUCATION CLASSROOM
期刊卷期:
文章單元:
中文摘要:
研究目的
本研究目的在建構身心障礙學生學校支持服務的預測模式、探討身心障礙學生學校支持服務的獲得現況、以及不同背景變
項身心障礙學生獲得學校支持服務的差異情形。
研究設計／方法／取徑
研究者選取特殊教育長期追蹤資料庫99 學年度安置於普通班的小六及國三學生共1,454 位參與者進行研究，並以普通班教
師問卷為研究工具進行次級資料分析。
研究發現或結論
一、本研究發現，身心障礙學生學校支持服務模式最大的影響因素是人力資源，其次是教學調整，教師專業知能的影響最低。
二、普通班教師與特教教師合作的比例高於巡迴輔導教師及治療師；教學調整方式以調整教室環境、調整作業內容或完成時
間、以及調整教學方法最普遍；身心障礙學生的支持服務以學雜費減免、獎助學金、考試評量調整最常見。三、不同居住地
區的身心障礙學生在巡迴輔導教師的幫助、以及與特教教師的合作有顯著差異。四、不同障礙類別的身心障礙學生獲得學校
支持服務有顯著差異。
研究原創性／價值
本研究以全台特殊教育大樣本建立預測模式，結果發現特殊教育相關人力資源對身心障礙學生獲得學校支持服務的影響最
大，其次則是教學調整，而普通班教師的特教專業知能對身心障礙學生獲得學校支持服務缺乏直接明顯的預測力。
英文摘要:
Purpose
The objectives of this study were (i) to establish a model that describes and predicts the school support services provided
to students with disabilities in general education classrooms, and (ii) to understand the school support services that such
students receive and explore the background factors that might influence the provision of such services.
Design/methodology/approach
This study used the data from the Special Needs Education Longitudinal Study (SNELS), which collected data on sixth-
and ninth- grade students with disabilities who had been placed in general education classrooms in the 2010 academic
year. In total, 1,454 students with disabilities were selected for the analyses.
Findings
First, human resources had the greatest influence on school support services in the model, and teaching accommodations
had the second greatest. By contrast, teachers’ special education knowledg and competency in general education
classrooms were no significant in the model. However, cooperation between teachers in general education classrooms
and special education teachers was higher than that between itinerant teachers and therapists. The most commonly used
teaching accommodations were classroom environment, homework content or completion time, and teaching strategies.
The main support services were tuition waivers, scholarships and examination adjustments. Third, school location of
students with disabilities had a significant effect on the level of help received from itinerant teachers, and collaboration
with special education teachers. Fourth, disability category had a significant effect on most support services variables
provided by the school.
Originality/value
This study used the SNELS database, which provided a large sample size, to establish a predictive model. The major
findings were that human resources in special education had the greatest influence on school support services; the
second most influential factor was teaching accommodations. By contrast, teachers’ special education knowledge and
competency in general education classrooms did not have direct significant predictive roles in the model.
作者:
作者介紹:
國立清華大學特教系副教授；國立清華大學特教系助理教授
APA格式:
孫淑柔、黃澤洋（2018）。普通班身心障礙學生學校支持服務模式之建構。當代教育研究季刊，26（1），77-113。
